VIEW FROM THE CLASSROOM
to identify if a child has difficulties or an underlying neurodivergent need so that support and understanding of themselves is in place before they transition to secondary school and before the further complexities of adolescence. This is when I came in contact with The ADHD Foundation and the incredible work they do. I am so proud that our school can support the vision of this charity and I encourage other schools to explore the training options and resources they offer (Services for Education - ADHD Foundation : ADHD Foundation). I am also so proud of the dedicated staff at NWLJDS for embracing this new learning and for always putting the children first. Achieving this award has been a whole school effort and it is a credit to the brilliant team of teachers, support staff and leadership – led by Judith Caplan, Headteacher.
What is ADHD?
ADHD is a developmental disorder caused by neurological and genetic factors and influenced by environmental factors. ADHD seems to have become a more familiar term in recent years and it is estimated that it affects up to 5% of all children. It is fair to presume that there will be children in every class with ADHD, yet there still seems to be underdiagnosis. It is therefore so important to understand the different ways it can present – in both boys and girls. This is so crucial because if children with this condition are not being recognised, then they are unlikely to be given the appropriate help and support which is likely to impede their learning, and possibly resulting in underachievement. This can lead to accompanying frustration and low self-esteem which may have a negative impact on all aspects of a child’s life – and the lives of people around them. When well supported, the children’s strengths and individuality can really be celebrated and their potential recognised. ADHD is typically characterised by lack of focus, poor impulse control, distractibility and inappropriate behaviours. However, clinicians recognise three subtypes of ADHD - hyperactive- impulsive; inattentive; and the combined type. Children who present as “inattentive” are those that can often go undiagnosed. They do not attract the attention by being demanding or disruptive however, they can struggle with information processing and poorly focused attention. This can lead to underachievement
which consequently can affect their mental health if left unaddressed.
Children with ADHD can be successfully supported in mainstream schools and a whole school approach is pivotal to ensure attitudes, teaching and support is consistent and effective.
What is the ADHD Friendly Schools award? The ADHD Foundation have established an ADHD Friendly School award to encourage schools to make a commitment to making “their school a safe, nurturing, welcoming and exciting place, in which all learners with ADHD can achieve their academic potential”. There are 6 ADHD Friendly School Pledges which when combined takes into consideration staff training, support to pupils in the classroom, creating a whole-school acceptance and celebration for neurodiversity and support to parents/carers. Colin Foley, the Training Director for the ADHD Foundation delivered a sequence of exceptional whole school staff training that spearheaded change in our school. We are committed to continue to learn about ADHD, recognise early signs of all types of ADHD and provide the best package of support to our pupils who show traits of ADHD and for all those with a diagnosis.
What have been the key things you have learnt about managing ADHD behaviour in the mainstream classroom?
We understand that children with ADHD respond well to firm and fair boundaries – where reward and sanctions are fair and meaningful. Pupils with ADHD tend to struggle to concentrate and attend to learning however, when it engages with their genuine interest, they are intrinsically motivated and keen to participate and learn. With a busy curriculum, this isn’t always possible but it is important to get to know each pupil and to hear and recognise their strengths and interests. Key strategies for classroom management includes sitting pupils near to the teacher at the front of the classroom (keeping distractions such as windows, doors and other students out of view). Pupils with ADHD respond well to routine and structure and so it is important to minimise change and give plenty of warning when change is about to occur. Instructions ought to be clear and concise – giving one task at a time and then monitoring frequently. It is really important to effectively differentiate the learning and to make
sure a child understands a task before beginning it and for teachers to always re-explain if necessary in a calm and positive manner. When working on a task, it’s crucial to offer support and assistance to pupils with ADHD as they may not always be comfortable to ask for it. And when needed, to allow extra time and offer meaningful praise and positive reinforcement for their efforts. Children with ADHD tend to also have difficulties with executive functioning skills and around 40% of pupils with ADHD also have other co-existing difficulties, such as dyslexia – so work and any extra intervention needs to be carefully planned to meet the child’s needs and to carefully scaffold and support their learning so each child is enabled to make progress.
What else has NWLJDS put in place to support the pupils with ADHD?
• Physical movement
Developing an understanding of the way pupils learn is paramount to encouraging their engagement in their learning. Children with ADHD tend to need to move more in order to help them concentrate. Therefore, tolerance and patience for this so important – and often if children prefer to stand during lesson time to help them concentrate, the teachers accommodate this. Teachers also make effective use of movement breaks and access to fidget toys at appropriate times. All children with ADHD are given more opportunities for movement breaks and exercise opportunities. It is known that exercise helps the brain to release dopamine which supports attention and concentration. As such, at NWLJDS, pupils with ADHD are offered extra 1:1 or small group activities with our Sports Coach as an appropriate planned “escape valve” during extended periods of learning time. Pupils with ADHD are also offered extra 1:1 thirty- minute swimming lessons in our school swimming pool with our swimming teacher. This has proven to be successful and the children also
March 2023
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